Enhancing Pre-Service Physics Teachers' Perceived Self-Efficacy of Argumentation-Based Pedagogy through Modelling and Mastery Experiences

Autor/inn/en	Ogan-Bekiroglu, Feral; Aydeniz, Mehmet
Titel	Enhancing Pre-Service Physics Teachers' Perceived Self-Efficacy of Argumentation-Based Pedagogy through Modelling and Mastery Experiences
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 9 (2013) 3, S.233-245 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2013.932a
Schlagwörter	Foreign Countries; Preservice Teachers; Physics; Science Teachers; Self Efficacy; Persuasive Discourse; Direct Instruction; Science Instruction; Modeling (Psychology); Hands on Science; Learning Activities; Intervention; Student Attitudes; Outcomes of Education; Preservice Teacher Education; Turkey + Suchen Sie Ihr Suchwort? Ausland; Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Persuasion; Persuasive Kommunikation; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Modeling; Modelling; Modellierung; Lernaktivität; Schülerverhalten; Lernleistung; Schulerfolg; Lehramtsstudiengang; Lehrerausbildung; Türkei
Abstract	This study explored the impact of explicit instruction on argumentation-based pedagogy, coupled with modelling and hands-on learning activities on pre-service physics teachers' perceived self-efficacy to teach science through argumentation. Participants consisted of 24 pre-service physics teachers attending an established teacher education program at a Turkish university. The results showed that the intervention had a positive impact on participants' self-efficacy to teach science through argumentation. More specifically, pre-service teachers who participated in this study: 1) viewed argumentation as a pedagogical tool that can help students to engage in meaningful learning, 2) reported high self-efficacy to teach science through argumentation and 3) indicated high motivation to teach science through argumentation in their future classrooms. In spite of these positive outcomes, participants shared their hesitations to teach science through argumentation as well. The implications of these findings for teacher education, teacher induction and future research are discussed. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10